本文描述在香港一間幼稚園運用「課程本位評估模式」整合課程、教學和評估，從而改進學校的體能活動的課程。透過一個四個步驟的循環模式，給予教師持續的支持和專業發展。循環模式的有效性從探究其對教師專業知識和技能的獲得和整合課程、教學和評估的能力來驗證。結果顯示「課程本位評估模式」能幫助教師了解評估的方法和動作的發展。因應教師需要而編排的工作坊和持續的支援受到教師高度的評價。研究的結果可提供幼兒教育工作者有關策劃教師發展的方法及策略。

The sports physiology support provided for the Hong Kong elite athletes at the Hong Kong Sports Institute includes a range of physiological tests, including body composition assessment, respiratory functions, joint mobility, aerobic and anaerobic power, lactate velocity curve, and the concentration of various blood metabolites. Sports-specific testing in soccer, rowing, badminton, squash, gymnastics, table tennis, canoeing, windsurfing and wheelchair marathon have been constructed to assess the specific demand of those sports. Individual tolerance to lactic acid during different exercise intensities is evaluated. The purpose of this work is to provide coaching with more information relating to the intensities of effort of training and competitions so that factors which are important for athletic success can be identified. A data bank of physiological profiles of over 400 Hong Kong elite athletes and Hong Kong teams involved in 23 different sports has been established on computer so that instaneous information is ready available to both coach and athletes. The sports physiology staff attempt to provide the testing services at least three to four times per micro-training cycle, roughly corresponding to pre-season, mid season, and peak condition. Training intensities and recovery periods are continuously adjusted upon the observation made in testing, training and competition sessions. Biochemical monitoring of various blood parameters such as Hb, CPK and urea are obtained at rest and after exercise to detect overstraining, which has become a major problem, resulting in injuries, physical exhaustion, reduced performance and psychological burn out.

Background: Schools present venues for physical activity promotion among youth, with physical education (PE) considered the primary vehicle responsible for increasing activity levels. Yet students are not very physically active during typical school PE classes. With the aim to engage Hong Kong students in more moderate-to-vigorous physical activity (MVPA) during PE, a fitness infusion intervention using rope skipping was designed, and its effectiveness will be examined. Rope skipping was chosen because a) it provides moderate-to-high intensity physical activity; b) is inexpensive; c) students find it enjoyable; and d) is feasible in typical environments in Hong Kong, where PE classes are large in size (up to 40 students) and space available for physical activity is usually limited. Methods/Design: A matched-pair cluster randomized controlled trial was designed. Secondary school students from 24 classes (from 12 schools) will be recruited to participate in the trial. Students' baseline MVPA will be measured during school PE. Classes will be matched according to baseline variables and one class from each pair will be randomized into the experimental group. Teachers in the experimental group will be invited to attend a teacher workshop, and will insert a 15-minute rope skipping activity in four consecutive PE lessons. Motivational factors based on self-determination theory will also be measured as secondary outcomes. The effectiveness of the intervention will be evaluated by comparing changes in the proportion of lesson time spent in MVPA from baseline to follow-up across the experimental and control groups. Discussion: Physical activity levels in PE are often very low and there is a need to identify feasible low-cost interventions that can be easily disseminated. If the results of the study suggest the intervention to be effective, it could be implemented to schools throughout Hong Kong and other cities where space is limited.
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This study investigates the socialization and professional experiences of primary school physical education teachers (PSPETs) in the Asian context of Hong Kong. A qualitative research design is adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Eleven PSPETs participated in this study. Data were analysed through open axial and selective coding. The concepts of organizational sensitivity, sources of satisfaction, dealing with influential persons or critical incidents, status of the profession, educational reform as a trend, and versatile roles are revealed in the theory of 'Diversified Professionalism'. The substantive theory thus contributes to an increased appreciation of the PSPETs' work and to the literature on physical education teachers' professionalization and professionalism.
[Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13540602.2014.881643]